JDR Vol.12 No.1 pp. 42-56
doi: 10.20965/jdr.2017.p0042


Development of a “Disaster Management Literacy Hub” for Collecting, Creating, and Transmitting Disaster Management Content to Increase Disaster Management Literacy

Reo Kimura*1,†, Haruo Hayashi*2, Kosuke Kobayashi*3, Takahiro Nishino*4, Kenshin Urabe*3, and Satoshi Inoue*3

*1School of Human Science and Environment, University of Hyogo
1-1-12, Shinzaike-honcho, Himeji, Hyogo 670-0092, Japan

Corresponding author

*2National Research Institute for Earth Science and Disaster Resilience (NIED), Ibaraki, Japan

*3GK Kyoto Inc., Kyoto, Japan

*4R2 media solution Inc., Kyoto, Japan

August 9, 2016
January 9, 2017
February 1, 2017
disaster management literacy hub (DMLH), competencies for disaster responses, education and training, instructional design (ID), learning objectives
In this project, a “Disaster Management Literacy Hub” (DMLH) has been developed for collecting, creating, and transmitting various disaster management content over the Internet. The first screen of the DMLH lists disaster management content on tiles to allow users easily find relevant disaster management content using a keyword retrieval function. A user who registers an account can post disaster management content, create a first screen that is customized using the “favorite function,” and compile different disaster management content using the “binder function.” In addition to the “relay (hub) function” for disaster management content, a “creation function” was also implemented, such as the “message function” for posting short messages of approximately 200 letters and an image, and the “quiz creation function” for measuring the effects of disaster management literacy. In the course of modifying the prototype Disaster Management Literacy Hub, the system was evaluated by university student users in July 2016, approximately one year after the fully-fledged operation came into effect in August 2015. The results yielded the following findings: 1) the DMLH is meaningful because by using specific keywords, users retrieved items that had been difficult to find by means of general Internet search sites; 2) statistically significant improvement was shown for 15 disaster management literacy items in the evaluation; the DMLH leads to a proposal to create effective disaster management literacy improvement because students recognized three disaster management literacy categories: cases of disasters and disaster management, responses of familiar agents such as themselves and people to one, and responses of agents in the environment, including local communities and governments.
Cite this article as:
R. Kimura, H. Hayashi, K. Kobayashi, T. Nishino, K. Urabe, and S. Inoue, “Development of a “Disaster Management Literacy Hub” for Collecting, Creating, and Transmitting Disaster Management Content to Increase Disaster Management Literacy,” J. Disaster Res., Vol.12 No.1, pp. 42-56, 2017.
Data files:
  1. [1] Fire and Disaster Management Agency of the Ministry of Internal Affairs and Communications, Risk and Disaster Management E-College, [accessed August 8, 2016, in Japanese]
  2. [2] The Great Japan ShakeOut Advocacy Council, The Great Japan ShakeOut [accessed August 8, 2016, in Japanese]
  3. [3] R. Kimura, H. Hayashi, S. Suzuki, K. Kobayashi, K. Urabe, S. Inoue, and T. Nishino, “Systematization and Sharing of Disaster Management Literacy by DMLH,” J. of Disaster Research, Vol.9, No.2, pp. 176-187, 2014.
  4. [4] K. Takemoto, Y. Motoya, and R. Kimura, “Proposal for Effective Emergency Training and Exercise Program to Improve Competence for Disaster Response of Disaster Responders,” J. of Disaster Research, Vol.5, No.2, pp. 197-207, 2010.
  5. [5] Y. Masuzawa, Y. Hisada, M. Murakami, J. Shindo, M. Miyamura, H. Suwa, S. Tanaka, K. Mizukoshi, and Y. Nakajima, “Practice on an Education and Training Program to Development of Response Literacy to Earthquake Disaster in a Central Business District in Japan,” J. of Disaster Research, Vol.9, No.2, pp. 216-236, 2014.
  6. [6] FEMA, “ICS All-Hazard Core Competencies-Final,” 2007 (last updated), [accessed August 8, 2016]
  7. [7] M. Inoguchi, K. Tamura, and H. Hayashi, “Realization of Effective Disaster Victim Support Through Development of Victim Master Database with Geo-Reference – A Case Study of 2007 Niigataken Chuetsu-Oki Earthquake –,” J. of Disaster Research, Vol.5, No.1, pp. 12-21, 2010.
  8. [8] B.S. Bloom, M.D. Engelhart, E.J. Furst, W.H. Hill, and D.R. Krathwohl (Eds.), “Taxonomy of educational objectivities: The classification of educational goals. Handbook I: Cognitive domain,” New York: David McKay, 1956.
  9. [9] R.M. Gagne, W.W. Wager, K.C. Golas, and J.M Keller, “Principles of Instructional Design (5th Ed.),” Wadsworth Publishing, 2004.

*This site is desgined based on HTML5 and CSS3 for modern browsers, e.g. Chrome, Firefox, Safari, Edge, Opera.

Last updated on Apr. 22, 2024